#FactCheck- Viral video of burning ship falsely linked to US attack on vessel carrying Indian nationals in Oman waters

Executive Summary

A video is being widely shared on social media with the claim that the Chinese Army has entered 60 kilometres inside Arunachal Pradesh and occupied Indian territory. In the video, a man appears to be recording the situation using his selfie camera, while soldiers can be seen standing face-to-face and arguing with each other in the background. The CyberPeace Research Wing found that the claim is false. The viral video is not from Arunachal Pradesh. It shows a confrontation between India’s Border Security Force (BSF) and Bangladesh’s Border Guard Bangladesh (BGB) along the India-Bangladesh border.

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Claim 

A Facebook user shared the video with the caption:

"China is entering 60 km inside India and occupying Arunachal Pradesh. China is turning Arunachal Pradesh into its territory. Where are Prime Minister Modi, Defence Minister Rajnath Singh and Home Minister Amit Shah?"

Post link:

https://www.facebook.com/reel/1736825064305394 

https://archive.ph/rZvuH 

https://www.facebook.com/reel/1736825064305394 

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FactCheck

Our research found no credible news report confirming that Chinese troops had entered 60 kilometres inside Arunachal Pradesh or occupied Indian territory.

The people in the viral video can be heard speaking in Bengali, suggesting that the footage could be from the India-Bangladesh border rather than Arunachal Pradesh.

A reverse image search of keyframes from the viral video led us to an identical video posted on the Facebook page of Bangladeshi news channel Jamuna TV on June 20. According to the caption, the incident took place along the Chapainawabganj border in Bangladesh, where personnel of India’s BSF and Bangladesh’s BGB had confronted each other.

https://www.facebook.com/reel/1049262804595610 

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We also found reports from Bangladeshi media outlet Prothom Alo about the incident. According to the reports, Bangladeshi security personnel had stopped around 20 people who were attempting to return to Bangladesh from India, following which a verbal altercation took place between BSF and BGB personnel.

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https://www.prothomalo.com/bangladesh/district/syzkfootaq 

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Conclusion

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The viral claim is false. The video does not show Chinese troops entering or occupying 60 kilometres of territory inside Arunachal Pradesh. It actually shows a confrontation between BSF and BGB personnel along the India-Bangladesh border in the Chapainawabganj area of Bangladesh. The footage is being circulated with a false Arunachal Pradesh-related narrative.

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One of the best forums for many video producers is YouTube. It also has a great chance of generating huge profits. YouTube content producers need assistance to get the most views, likes, comments, and subscribers for their videos and channels. As a result, some people could use YouTube bots to unnaturally raise their ranks on the YouTube site, which might help them get more organic views and reach a larger audience. However, this strategy is typically seen as unfair and can violate the YouTube platform’s terms of service.

As YouTube grows in popularity, so does the usage of YouTube bots. These bots are software programs that may automate operations on the YouTube platform, such as watching, liking, or disliking videos, subscribing to or unsubscribing from channels, making comments, and adding videos to playlists, among others. There have been YouTube bots around for a while. Many YouTubers widely use these computer codes to increase the number of views on their videos and accounts, which helps them rank higher in YouTube’s algorithm. Researchers discovered a new bot that takes private information from YouTube users’ accounts.

CRIL (Cyble Research and Intelligence Labs) has been monitoring new and active malware families CRIL has discovered a new YouTube bot virus capable of viewing, liking, and commenting on YouTube videos. Furthermore, it is capable of stealing sensitive information from browsers and acting as a bot that accepts orders from the Command and Control (C&C) server to carry out other harmful operations.

The Bot Insight

This YouTube bot has the same capabilities as all other YouTube bots, including the ability to view, like, and comment on videos. Additionally, it has the ability to steal private data from browsers and act as a bot that takes commands from a Command and Control (C&C) server for various malicious purposes. Researchers from Cyble discovered the inner workings of this information breach the Youtube bot uses the sample hash(SHA256) e9dac8b677a670e70919730ee65ab66cc27730378b9233d944ad7879c530d312.They discovered that it was created using the.NET compiler and is an executable file with a 32-bit size.

• The virus runs an AntiVM check as soon as it is executed to thwart researchers’ attempts to find and analyze malware in a virtual environment.
• It stops the execution if it finds that it is operating in a regulated setting. If not, it will carry out the tasks listed in the argument strings.
• Additionally, the virus creates a mutex, copies itself to the %appdata% folder as AvastSecurity.exe, and then uses cmd.exe to run.
• The new mutex makes a task scheduler entry and aids in ensuring
• The victim’s system’s installed Chromium browsers are used to harvest cookies, autofill information, and login information by the AvastSecurity.exe program.
• In order to view the chosen video, the virus runs the YouTube Playwright function, passing the previously indicated arguments along with the browser’s path and cookie data.
• YouTube bot uses the YouTube Playwright function to launch the browser environment with the specified parameters and automate actions like watching, liking, and commenting on YouTube videos. The feature is dependent on Microsoft. playwright’s kit.
• The malware establishes a connection to a C2 server and gets instructions to erase the entry for the scheduled task and end its own process, extract log files to the C2 server, download and run other files, and start/stop watching a YouTube movie.
• Additionally, it verifies that the victim’s PC has the required dependencies, including the Playwright package and the Chrome browser, installed. When it gets the command “view,” it will download and install these dependencies if they are missing.

Recommendations

The following is a list of some of the most critical cybersecurity best practices that serve as the first line of defense against intruders. We propose that our readers follow the advice provided below:

• Downloading pirated software from warez/torrent websites should be avoided. Such a virus is commonly found in “Hack Tools” available on websites such as YouTube, pirate sites, etc.
• When feasible, use strong passwords and impose multi-factor authentication.
• Enable automatic software updates on your laptop, smartphone, and other linked devices.
• Use a reputable antivirus and internet security software package on your linked devices, such as your computer, laptop, and smartphone.
• Avoid clicking on suspicious links and opening email attachments without verifying they are legitimate.Inform staff members on how to guard against dangers like phishing and unsafe URLs.
• Block URLs like Torrent/Warez that might be used to propagate malware.To prevent malware or TAs from stealing data, keep an eye on the beacon at the network level.

Conclusion

Using YouTube bots may be a seductive strategy for content producers looking to increase their ranks and expand their viewership on the site. However, the employment of bots is typically regarded as unfair and may violate YouTube’s terms of service. Utilizing YouTube bots carries additional risk because they might be identified, which could lead to account suspension or termination for the user. Mitigating this pressing issue through awareness drives and surveys to determine the bone of contention is best. NonProfits and civil society organizations can bridge the gap between the tech giant and the end user to facilitate better know-how about these unknown bots.

Introduction

The rise in start-up culture, increasing investments, and technological breakthroughs are being encouraged alongside innovations and the incorporation of generative Artificial Intelligence elements. Witnessing the growing focus on human-centred AI, its potential to transform industries like education remains undeniable. Enhancing experiences and inculcating new ways of learning, there is much to be explored. Recently, a Delhi-based non-profit called Rocket Learning, in collaboration with Google.org, launched Appu- a personalised AI educational tool providing a multilingual and conversational learning experience for kids between 3 and 6.

AI Appu

Developed in 6 months, along with the help of dedicated Google.org fellows, interactive Appu has resonated with those the founders call “super-users,” i.e. parents and caregivers. Instead of redirecting students to standard content and instructional videos, it operates on the idea of conversational learning, one equally important for children in the targeted age bracket. Designed in the form of an elephant, Appu is supposed to be a personalised tutor, helping both children and parents understand concepts through dialogue. AI enables the generation of different explanations in case of doubt, aiding in understanding. If children were to answer in mixed languages instead of one complete sentence in a single language (eg, Hindi and English), the AI would still consider it as a response. The AI lessons are two minutes long and are inculcated with real-world examples. The emphasis on interactive and fun learning of concepts through innovation enhances the learning experience. Currently only available in Hindi, it is being worked on to include 20 other languages such as Punjabi and Marathi. 

UNESCO, AI, and Education

It is important to note that such innovations also find encouragement in UNESCO’s mandate as AI in education contributes to achieving the 2030 Agenda of Sustainable Development Goals (here; SDG 4- focusing on quality education). Within the ambit of the Beijing Consensus held in 2019, UNESCO encourages a human-centred approach to AI, and has also developed the “Artificial Intelligence and Education: Guidance for Policymakers” aiming towards understanding its potential and opportunities in education as well as the core competencies it needs to work on. Another publication was launched during one of the flagship events of UNESCO- (Digital Learning Week, 2024) - AI competency frameworks for both, students and teachers which provide a roadmap for assessing the potential and risks of AI, each covering common aspects such as AI ethics, and human-centred mindset and even certain distinct options such as AI system design for students and AI pedagogy for teachers.

Potential Challenges

While AI holds immense promise in education, innovation with regard to learning is contentious as several risks must be carefully managed. Depending on the innovation, AI’s struggle with multitasking beyond the classroom, such as administrative duties and tedious grading, which require highly detailed role descriptions could prove to be a challenge. This can become exhausting for developers managing innovative AI systems, as they would have to fit various responses owing to the inherent nature of AI needing to be trained to produce output. Security concerns are another major issue, as data breaches could compromise sensitive student information. Implementation costs also present challenges, as access to AI-driven tools depends on financial resources. Furthermore, AI-driven personalised learning, while beneficial, may inadvertently reduce student motivation, also compromising students' soft skills, such as teamwork and communication, which are crucial for real-world success. These risks highlight the need for a balanced approach to AI integration in education.

Conclusion

Innovations related to education, especially the ones that focus on a human-centred AI approach, have immense potential in not only enhancing learning experiences but also reshaping how knowledge is accessed, understood, and applied. Untapped potential using other services is also encouraged in this sector. However, maintaining a balance between fostering intrigue and ensuring the inculcation of ethical and secure AI remains imperative.

References

• https://www.unesco.org/en/articles/what-you-need-know-about-unescos-new-ai-competency-frameworks-students-and-teachers?hub=32618
• https://www.unesco.org/en/digital-education/artificial-intelligence
• https://www.deccanherald.com/technology/google-backed-rocket-learning-launches-appu-an-ai-powered-tutor-for-kids-3455078
• https://indianexpress.com/article/technology/artificial-intelligence/how-this-google-backed-ai-tool-is-reshaping-education-appu-9896391/
• https://www.thehindu.com/business/ai-appu-to-tutor-children-in-india/article69354145.ece
• https://www.velvetech.com/blog/ai-in-education-risks-and-concerns/ 

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